History of Education by Levi Seeley (books that read to you .TXT) đź“•
Karl Schmidt says: "The history of the world is the history of the development of the human soul. The manner of this development is the same in the race as in the individual; the same law, because the same divine thought, rules in the individual, in a people, and in humanity. Humanity has, as the individual, its stages of progress, and it unfolds itself in them. The individual as a child is not a rational being; he becomes rational. The child has not yet the mastery over himself, but his environment is his master; he belongs not to himself, but to his surroundings. The oriental peoples are the child of humanity.... Classical
Read free book «History of Education by Levi Seeley (books that read to you .TXT) 📕» - read online or download for free at americanlibrarybooks.com
- Author: Levi Seeley
- Performer: -
Read book online «History of Education by Levi Seeley (books that read to you .TXT) 📕». Author - Levi Seeley
All this work is the result of the energy of a man who began with a capital of less than three dollars, and a vast amount of faith to found "something of importance."
The Training of Teachers.—While Francke's greatest work for mankind was the Institutions mentioned above, we must notice one field of his activity that is of especial importance to us,—that of the training of teachers. We have seen that, on account of the scarcity of funds, he was obliged to rely upon students to do the work of instructing the children committed to his care. The young theologians made use of this opportunity as a stepping-stone to their future calling, the ministry, and Francke, perceiving this, sought to secure the most pious and gifted among his theological students for this work. He also established a pedagogical class (Pedagogium). After two years' membership therein, the student was allowed to teach provided he pledged himself to devote three years to teaching in the schools. This class met once a week for criticism and discussion under the leadership of the inspector of the school, and the various inspectors met Francke every evening for further instruction. The results soon attracted widespread notice, and created a great demand for Francke's teachers. Although this was very crude pedagogical training, it may be regarded as the inception of the normal school, which has now come to be an essential part of every educational system.
The Real-school.—A third service is credited by many to Francke, namely, the founding of the Real-school[120] of Germany. The best authorities give that credit to Professor Erhard Weigel of Jena. Whether or not the idea originated with Francke, he was ready to accept the necessity of such a change, and founded schools for higher learning in which Greek and Latin were not required, and in which more attention was given to modern languages and science.
FOOTNOTES:[116] Rein's "Encyklopädisches Handbuch," Vol. II, p. 336.
[117] The Privat Docent is the first step in the professor's career in the German university. He is allowed to lecture in the university, but receives no pay except fees from the students who hear him.
[118] K. Schmidt, "Geschichte der Pädagogik," Vol. III, p. 462.
[119] See Rein, "Encyklopädisches Handbuch," Vol. II, p. 348.
[120] The Real-school is the great rival of the Gymnasium in Germany. The latter is the old established school which bases culture on the Humanities,—the classic languages, and literature. The Real-school is more modern and gives greater attention to the Realities,—to things of practical utility. Precedence is given to the modern languages, sciences, and arts. While the chief purpose of the Gymnasium is to prepare for the learned professions, that of the Real-school is to prepare for practical life. The relation of these two institutions to each other and to the university led to the Berlin Conference in 1890, at which it clearly appeared that the younger is outstripping the older and more conservative institution. See Russell, "German Higher Schools."
Literature.—Dyer, Modern Europe; Duruy, The French Revolution; Yonge, Three Centuries of Modern History; Andrews, Institutes of General History; Lord, Beacon Lights; Taylor, History of Germany; Guizot, History of Civilization; Draper, Conflict between Religion and Science; Schwickerath, Jesuit Education.
The history of the world since the seventeenth century has been crowded with events, and characterized by movements of greatest moment to mankind. It is not the purpose of this work to discuss political movements, to chronicle wars, or to study the great upheavals of society except in so far as they have a direct bearing upon educational questions.[121]
The political chains that fettered the nations of the world have gradually been broken until greater liberty has been secured, a more perfect acknowledgment of the rights of the individual brought about, and a more tolerant religious spirit fostered in every civilized land. These things have exerted a tremendous force in the intellectual emancipation of man. At last the long struggle of the centuries begins to bear legitimate fruit, and the supreme educational purpose of Christianity, that of asserting and maintaining the importance of the individual, seems destined to complete realization. The noble truths of brotherly love, equality before God, and human rights were obscured during the long centuries,—obscured sometimes by the very institution whose chief aim is to scatter light and give gladness to men. It has remained for modern education to rediscover the educational principles which the Great Teacher promulgated, and which through the struggle of centuries failed of recognition, and bore indifferent fruit.
Among the many social and political changes that have taken place during the last two centuries, we may mention a few that have a direct influence upon education. Preceding centuries had prepared the way,—had broken the ground and sown the seed, and now the world was ready to reap an abundant harvest.
The great political events of this period may be briefly summarized as follows:—
1. The abolition of human slavery.—Great Britain, Spain, France, Russia, and finally our own country have forever removed the shackles of the slave within their borders. Perhaps the greatest of all emancipation acts was that of Russia, which, in 1861, without bloodshed and without serious disturbance, by royal decree, set free forty million serfs. The abolition of slavery in nearly all civilized countries is the greatest political triumph of Christian civilization. Without this there could never have come that higher intellectual emancipation which is the aim sought in all education.
2. The extension of political rights.—This is another victory that must be credited to the period under discussion. At the beginning of the eighteenth century there was scarcely a nation that acknowledged the right of the individual to a part in government, or to personal freedom. Men were in vassalage to their immediate lord, who, in turn, was obliged to acknowledge the "divine right" of the king over him. With the exception of Switzerland, who for centuries had maintained her freedom, and of England, who had secured the rights of man only by much bloodshed, there was scarcely a people in the world that possessed the right of self-government. Even England had secured that right only in the latter half of the seventeenth century under the leadership of Cromwell. This right she did not concede to her colonies, however, until the American Revolution wrested her richest dependency from her, and forever established the principle of self-government for a sovereign people.
Immediately following the American Revolution came the French Revolution, which taught the Old World the ideas so heroically conceived, so bravely supported, and so successfully realized in the New World. Nor is this all. The same principle has compelled the rulers of most of the European nations to divide the responsibility of government with their subjects, and to grant their people enlarged powers but little short of absolute sovereignty.
3. Science has been recognized as a powerful instrument of civilization.—Through scientific discoveries there has been a wonderful accession to material wealth, invention has been stimulated, and progress has been made in all directions. The spirit of investigation has been fostered, old theories and superstitions have been abandoned, and truth has been established upon their ruins. In this direction more has been done by science during the eighteenth and nineteenth centuries than during the whole previous history of the world. Man has now become master of heretofore unknown forces which he may utilize as a blessing for the human race. We shall see in later pages that scientific investigation has become the greatest educational principle of modern times.
4. Religious freedom has been attained.—The sixteenth and seventeenth centuries witnessed many struggles for religious liberty, which resulted in no decided victory. It was not until the last two centuries that complete religious freedom was gained. Men are no longer bound to accept ecclesiastical decrees without question, but every one may weigh and consider, and freely decide for himself. Civil law protects, civil society sustains, and public opinion justifies men in the exercise of personal liberty in religious matters.
By the realization of these great principles educational progress has been encouraged. The greatest obstacles have been removed, and the future opens with possibilities of universal brotherhood, universal peace, and universal education.
It remains for us to study some of the men who have contributed to the educational progress of the eighteenth and nineteenth centuries, to trace the chief movements in the intellectual development of the race, and to examine the school systems of the representative nations of the world at the present time.
FOOTNOTES:[121] It must be freely admitted that such influences are powerful in shaping the destiny of man, and that they have had much to do with education, as we have often shown in the foregoing pages. We must, however, leave the tracing of the movements to each individual student.
Literature.—Davidson, Rousseau; Graham, Rousseau; Morley, Life of Rousseau; Rousseau, Émile; Munroe, Educational Ideal; Vogel, Geschichte der Pädagogik; Quick, Educational Reformers; Weir, The Key to Rousseau's Émile (article in Educational Review, Vol. XVI, p. 61); Compayré, History of Pedagogy.
ROUSSEAU (1712-1778)
Jean Jacques Rousseau was born in Geneva, Switzerland. His father was a watchmaker, and upon him devolved the education of the boy, as the mother died in childbirth. Rousseau's father was a man of dissipated habits, careless of responsibility, and of very violent temper. He interested himself in his son far enough to teach him to read, and supplied him with the worthless novels which he himself was fond of reading. This unwise course doubtless had much to do in shaping the character of the boy. Probably it was the evil effects of this early literature that led Rousseau later in life to oppose teaching young children to read. Quick says, "Rousseau professed a hatred of books, which he said kept the student so long engaged upon the thoughts of other people as to have no time to make a store of his own."
Abandoned by his father at the age of ten, he was taken into the family of his uncle, who apprenticed him, first to a notary, and afterward to an engraver. At the age of sixteen he ran away, and began a life of vagabondage. While yet a young man, he became involved in intrigues, which, according to his own account in his "Confessions," were no credit to him. Madame de Warens, a young widow with whom he lived for some years, sent him to school at St. Lazare, where he studied the classics and music; but he soon lapsed again into vagabondage. He picked up a little music, and attempted to give lessons in it, but with small success. He also took a position as private tutor, but he had no talent for teaching. Later in life he married Thérèse le Vasseur,
Comments (0)